Alliant International University/CSPP One Beach Street, Suite 100 San Francisco, CA94133 (415) 955-2100 INSTRUCTOR: Megan Lehmer, Ph.D.TERM: Spring, 2009 Course Title:Child Custody Consultation, Evaluation, and Mediation Course Number: PSY 8566 Units: 2 Location: San Francisco Campus Term & Year: Spring semester 2008 Day and Time:Sat and Sun, Feb 14-15 and Apr 25 & 269:00 AM to 5:00PM Room: TBA Office Location: TBA Contact: mlehmer@drlehmer.com or (415) 665-8960 Office Hours: by appointment Grading: Letter grades OPEN TO YEAR LEVEL: G-3 I. RATIONALE: This course helps to fulfill the following Ph.D. program learning outcomes: Objective: To integrate research findings and clinical literature with clinical practice. 1.Apply research on psychopathology to clinical diagnosis and case formulation. 2.Incorporate psychotherapy research to treatment selection and evaluation 3.Evaluate treatment effectiveness through ongoing assessment of patient psychological functioning 4.Modify treatment interventions based on an evaluation of patient psychological functioning. And helps to fulfill the following Psy.D. program learning outcomes Objective: To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context. Students develop mastery in: 1.The ability to practice in diverse clinical settings. 2.The ability to practice with a breadth of clients. 3.The ability to apply more than one major theory of intervention/development to practice. 4.The ability to modify treatment interventions based on ongoing assessments of outcomes. 5.The ability to appropriately consider time limitations, resources constraints and community resources in the choice of interventions. 6.The ability to integrate patients’ expectations into interventions when appropriate. II.COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES and ASSESSMENT: A. COURSE DESCRIPTION: This course will focus on the psychologist’s role in working with families of divorce. Specifically, the course will address the psychologist’s role in Child Custody Evaluations, working as a therapist with families of divorce, mediation, and working as a Special Master. Topics will include developmental expectations for children, dynamics of high conflict families, alienated children, sexual abuse allegations, domestic violence, an overview of legal issues, and ethical guidelines in working with families of divorce. The difference between clinical and forensic roles will be explored. Lecture, case presentation, and small group discussion will help participants understand their role in working with divorcing families and avoid inappropriate alliances with attorneys or the temptation to “side” with either parent. Special topics such as domestic violence, child sexual abuse, drug and alcohol abuse, and parental alienation will be addressed as will the appropriate use of psychological testing in Child Custody Evaluations. Finally, treatment with families of divorce, as well as resources, will be discussed. The course will be offered over two weekends. B. PURPOSE OF THE COURSE: By the end of this course, students will be able to have a good understanding of the Family Court system. They will have a clear appreciation of what makes up a thorough Child Custody Evaluation. Students will be familiar with concepts such as confirmatory bias and the ethical guidelines which govern such work. Students will have a clear understanding about how to provide high quality psychotherapy and mediation to clients from diverse cultures, genders, and ethnicities who are involved with Family Court. C. SPECIFIC LEARNING OUTCOMES: At the conclusion of this course students will be able to
understand the roles psychologists play with the family court system and in working with families of divorce and in child custody.
develop familiarity with a model for conducting child custody evaluations.
develop familiarity with various intervention and treatment roles which psychologists play in working with families of divorce.
gain a clear understanding of the legal and ethical guidelines which govern psychologists working with children and families involved with Family Court
D.INSTRUCTIONAL STRATEGY: This course is a lecture and clinical discussion class.Class activities consist primarily of lecture, group activities, discussion of assigned readings, and of assigned student’s presentations of clinical material. Discussion takes place in the group as a whole (class size is limited to 18) and in smaller discussion groups. For group exercises the class will break out into small groups of 4 to 6 for small group exercises before returning to the larger group to share and discuss perspectives. E. CLASS COMPONENT ON MULTICULTURAL AND INTERNATIONAL ISSUES: This class is focused on the examination of multicultural issues such as race, class, gender, culture, and sexual orientation on psychotherapy process and outcome and on individual development. International perspectives in the course are focused on the psychological experience of immigration, including the experiences of terrorism, trauma, and separation from the “mother” country.Readings, class discussion and assignments address these issues. F.DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS: Class Participation Sharing ideas and engaging in intellectual dialogue are requirements of the course. Participation in class discussion is an important component of evaluating student competence. Through your participation you contribute to other’s learning and advance your own understanding. It is one way in which you demonstrate your mastery of class material, course specific objectives and of your ability to engage in problem solving and professional learning behaviors. In both the fall and spring semester students will be responsible for reading and participating in discussion of assigned readings. Assigned readings are the didactic basis of the course. Through reading and seminar discussion of readings students will acquire the scientific and theoretical knowledge base to meet course learning outcomes. Participation in class discussion will be evaluated based on - the students’ preparation, e.g., s/he has read the article, is familiar with its content, and is prepared to discuss it; - the quality of contribution, e.g., the student’s ability to grasp and understand the readings, synthesize concepts, explore and question meaning, apply concepts to clinical cases; - the student’s willingness to contribute to class discussion. The class is designed using small group discussion to help facilitate class participation.If speaking in class is difficult for you please inform the instructor and work with her around satisfying this requirement.Please work with the instructor as needed to help you meet this requirement.
Oral Presentation on a Special Topic to be assigned in Class with short paper on the subject of the presentation
Students are required to do an oral presentation on a special topic in class and to summarize the content of the oral presentation in a 3 – 5 page paper with references. Please stay within the page guidelines and use a size 12 font. Students are required to turn in their papers by May 15, 2009. Late papers will drop a half grade point for every day that they late. Late papers will not be accepted after 2:00 p.m. on Friday of the week that they were due. The written papers will be evaluated on the basis of content, research on the subject, and on coherence, e.g. it is free of grammatical and typographical errors, and its ability to organize, synthesize, and summarize concepts, and presents information in a logical, sequential, and cumulative fashion. The oral presentation will be evaluated on content, research, and organization. Course Grading System: Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards) In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade A&B = Credit with no concern or no serious concern C= Marginal pass or “some concern” D/F = fail or serious concerns
Grade Percentage Distribution:
Class Discussion30% Oral Case Presentation30% Written Case Presentation40% Ethical, Legal, and Professional Standards of Care Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice.See #5 in “IV. Policies and Procedures” section. Behavioral Expectations Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care. Familiarity with Child Development, Family Dynamics, and Psychological Assessment It is assumed that students enter this class with some knowledge of child development and family dynamics. A thorough knowledge of psychological assessment, both objective and projective testing as well as the concepts underlying normative data, reliability and validity is essential to the understanding of this class. Basic concepts of forensic psychology and the ethical principles guiding forensic psychologists will be covered for those students who have not had prior forensic training. III. COURSE READINGS AND MATERIALS Required Texts: Stahl, P.H. (1994). Conducting Child Custody Evaluations: A comprehensive guide. Thousand Oaks: Sage. Bancroft, L. & Silverman, J. (2002). The Batterer as Parent, Thousand Oaks: Sage. Flens, J. & Drozd, L. (2005). Psychological Testing in Child Custody Evaluations. New York: Hawthorn Press. pp. 49-70; 83-118; 159-210. Recommended Texts: Gould, J. (2006). Conducting Scientifically Crafted Child Custody Evaluations. Thousand Oaks: Sage. Galatzer-Levy, R. & Kraus, L. (1999). The Scientific Basis of Child Custody Decisions. New York: Wiley & Sons. Additional Readings will be recommended in class. IV.POLICIES AND PROCEDURES: 1.Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students.Each student is responsible for all academic work missed during absences.When an absence is necessary, students should contact the instructor as a courtesy and to check for assignments See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf). 2.Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments/papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps. Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 3.Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software. 4.Evaluation of Students’ Professional Development and Functioning In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs.This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students.See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). 5.Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately.All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services. 6.Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. 7.Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. 8.Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. 9.IRB policy [if applicable] Child Custody Consultation, Evaluation, and Mediation PSY 8566 Spring 2009 Week by Week Syllabus Reminder that the Syllabus is Subject to Change The following is the general structure and content of the course.The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs.We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Readings may be changed to correspond more closely to or illuminate class presentation. Sat, Feb 14, Morning Introductions and countertransference issues Overview/Bibliography Research on Divorce Ethics: AFCC Model Standards of Practice for Child Custody Evaluations Specialty Guidelines for Forensic Psychologists APA Guidelines for Child Custody Evaluations APSAC Guidelines Movie short – “how to tell the kids” Risk Management Sat, Feb 14, Afternoon Structuring a Child Custody Evaluation (CCE) 1.High Conflict Families, movie short – “how parents get it wrong” 2.Developmental Issues Cultural Competency – exercise Sun, Feb 15 Morning Child Custody Evaluation (CCE) 1.Forensic Interviewing/ avoiding bias 2.Multiple data points essential Court Orders and Rules of Court Educational Requirements for Evaluators Family Law 101 – guest speaker, family law attorney Sun, Feb 15 Afternoon Psychological Testing Discussion of Flens & Dzrod Sat, April 25 Morning Special topics: student presentations Domestic violence Move Away (Burgess; La Musga) Sexual Abuse Physical Child Abuse Drug and Alcohol Abuse Blended families/stepfamilies LGBT Families Special needs children Sat, April 25 Afternoon Special topics, cont. with case examples Discussion of Bancroft & Silverman Sun, April 26 Morning Report writing with Evaluation Critique Discussion of Stahl and recommended readings Sun, April 26 Afternoon Treatment Issues Collaborative Divorce – special guest attorney The role of Family Court Therapist to children of divorce (paperwork) Co-parent counseling Special Master Supervised Visitation – role of centers Kids’ Turn Cultural competence, incl. alternative families Parental Alienation Syndrome Mediation (exercise)
One Beach Street, Suite 100
San Francisco, CA 94133
(415) 955-2100
INSTRUCTOR: Megan Lehmer, Ph.D. TERM: Spring, 2009
Course Title: Child Custody Consultation, Evaluation, and Mediation
Course Number: PSY 8566
Units: 2
Location: San Francisco Campus
Term & Year: Spring semester 2008
Day and Time: Sat and Sun, Feb 14-15 and Apr 25 & 26 9:00 AM to 5:00PM
Room: TBA
Office Location: TBA
Contact: mlehmer@drlehmer.com or (415) 665-8960
Office Hours: by appointment
Grading: Letter grades
OPEN TO YEAR LEVEL: G-3
I. RATIONALE:
This course helps to fulfill the following Ph.D. program learning outcomes:
Objective: To integrate research findings and clinical literature with clinical practice.
1. Apply research on psychopathology to clinical diagnosis and case formulation.
2. Incorporate psychotherapy research to treatment selection and evaluation
3. Evaluate treatment effectiveness through ongoing assessment of patient psychological functioning
4. Modify treatment interventions based on an evaluation of patient psychological functioning.
And helps to fulfill the following Psy.D. program learning outcomes
Objective: To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context. Students develop mastery in:
1. The ability to practice in diverse clinical settings.
2. The ability to practice with a breadth of clients.
3. The ability to apply more than one major theory of intervention/development to practice.
4. The ability to modify treatment interventions based on ongoing assessments of outcomes.
5. The ability to appropriately consider time limitations, resources constraints and community resources in the choice of interventions.
6. The ability to integrate patients’ expectations into interventions when appropriate.
II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES and ASSESSMENT:
A. COURSE DESCRIPTION:
This course will focus on the psychologist’s role in working with families of divorce. Specifically, the course will address the psychologist’s role in Child Custody Evaluations, working as a therapist with families of divorce, mediation, and working as a Special Master. Topics will include developmental expectations for children, dynamics of high conflict families, alienated children, sexual abuse allegations, domestic violence, an overview of legal issues, and ethical guidelines in working with families of divorce. The difference between clinical and forensic roles will be explored.
Lecture, case presentation, and small group discussion will help participants understand their role in working with divorcing families and avoid inappropriate alliances with attorneys or the temptation to “side” with either parent. Special topics such as domestic violence, child sexual abuse, drug and alcohol abuse, and parental alienation will be addressed as will the appropriate use of psychological testing in Child Custody Evaluations. Finally, treatment with families of divorce, as well as resources, will be discussed. The course will be offered over two weekends.
B. PURPOSE OF THE COURSE:
By the end of this course, students will be able to have a good understanding of the Family Court system. They will have a clear appreciation of what makes up a thorough Child Custody Evaluation. Students will be familiar with concepts such as confirmatory bias and the ethical guidelines which govern such work. Students will have a clear understanding about how to provide high quality psychotherapy and mediation to clients from diverse cultures, genders, and ethnicities who are involved with Family Court.
C. SPECIFIC LEARNING OUTCOMES:
At the conclusion of this course students will be able to
D. INSTRUCTIONAL STRATEGY:
This course is a lecture and clinical discussion class. Class activities consist primarily of lecture, group activities, discussion of assigned readings, and of assigned student’s presentations of clinical material. Discussion takes place in the group as a whole (class size is limited to 18) and in smaller discussion groups. For group exercises the class will break out into small groups of 4 to 6 for small group exercises before returning to the larger group to share and discuss perspectives.
E. CLASS COMPONENT ON MULTICULTURAL AND INTERNATIONAL ISSUES:
This class is focused on the examination of multicultural issues such as race, class, gender, culture, and sexual orientation on psychotherapy process and outcome and on individual development. International perspectives in the course are focused on the psychological experience of immigration, including the experiences of terrorism, trauma, and separation from the “mother” country. Readings, class discussion and assignments address these issues.
F. DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS:
Class Participation
Sharing ideas and engaging in intellectual dialogue are requirements of the course. Participation in class discussion is an important component of evaluating student competence. Through your participation you contribute to other’s learning and advance your own understanding. It is one way in which you demonstrate your mastery of class material, course specific objectives and of your ability to engage in problem solving and professional learning behaviors.
In both the fall and spring semester students will be responsible for reading and participating in discussion of assigned readings. Assigned readings are the didactic basis of the course. Through reading and seminar discussion of readings students will acquire the scientific and theoretical knowledge base to meet course learning outcomes. Participation in class discussion will be evaluated based on
- the students’ preparation, e.g., s/he has read the article, is familiar with its content, and is prepared to discuss it;
- the quality of contribution, e.g., the student’s ability to grasp and understand the readings, synthesize concepts, explore and question meaning, apply concepts to clinical cases;
- the student’s willingness to contribute to class discussion.
The class is designed using small group discussion to help facilitate class participation. If speaking in class is difficult for you please inform the instructor and work with her around satisfying this requirement. Please work with the instructor as needed to help you meet this requirement.
Oral Presentation on a Special Topic to be assigned in Class with short paper on the subject of the presentation
Students are required to do an oral presentation on a special topic in class and to summarize the content of the oral presentation in a 3 – 5 page paper with references. Please stay within the page guidelines and use a size 12 font. Students are required to turn in their papers by May 15, 2009. Late papers will drop a half grade point for every day that they late. Late papers will not be accepted after 2:00 p.m. on Friday of the week that they were due. The written papers will be evaluated on the basis of content, research on the subject, and on coherence, e.g. it is free of grammatical and typographical errors, and its ability to organize, synthesize, and summarize concepts, and presents information in a logical, sequential, and cumulative fashion. The oral presentation will be evaluated on content, research, and organization.
Course Grading System:
Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards)
In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade
A&B = Credit with no concern or no serious concern
C= Marginal pass or “some concern”
D/F = fail or serious concerns
Grade Percentage Distribution:
Class Discussion 30%
Oral Case Presentation 30%
Written Case Presentation 40%
Ethical, Legal, and Professional Standards of Care
Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice. See #5 in “IV. Policies and Procedures” section.
Behavioral Expectations
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care.
Familiarity with Child Development, Family Dynamics, and Psychological Assessment
It is assumed that students enter this class with some knowledge of child development and family dynamics. A thorough knowledge of psychological assessment, both objective and projective testing as well as the concepts underlying normative data, reliability and validity is essential to the understanding of this class. Basic concepts of forensic psychology and the ethical principles guiding forensic psychologists will be covered for those students who have not had prior forensic training.
III. COURSE READINGS AND MATERIALS
Required Texts:
Stahl, P.H. (1994). Conducting Child Custody Evaluations: A comprehensive guide. Thousand Oaks: Sage.
Bancroft, L. & Silverman, J. (2002). The Batterer as Parent, Thousand Oaks: Sage.
Flens, J. & Drozd, L. (2005). Psychological Testing in Child Custody Evaluations. New York: Hawthorn Press. pp. 49-70; 83-118; 159-210.
Recommended Texts:
Gould, J. (2006). Conducting Scientifically Crafted Child Custody Evaluations. Thousand Oaks: Sage.
Galatzer-Levy, R. & Kraus, L. (1999). The Scientific Basis of Child Custody Decisions. New York: Wiley & Sons.
Additional Readings will be recommended in class.
IV. POLICIES AND PROCEDURES:
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as a courtesy and to check for assignments
See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf).
2. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
3. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
4. Evaluation of Students’ Professional Development and Functioning
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
5. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services.
6. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
7. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus.
8. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
9. IRB policy [if applicable]
Child Custody Consultation, Evaluation, and Mediation
PSY 8566
Spring 2009
Week by Week Syllabus
Reminder that the Syllabus is Subject to Change
The following is the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Readings may be changed to correspond more closely to or illuminate class presentation.
Sat, Feb 14, Morning
Introductions and countertransference issues
Overview/Bibliography
Research on Divorce
Ethics: AFCC Model Standards of Practice for Child Custody Evaluations
Specialty Guidelines for Forensic Psychologists
APA Guidelines for Child Custody Evaluations
APSAC Guidelines
Movie short – “how to tell the kids”
Risk Management
Sat, Feb 14, Afternoon
Structuring a Child Custody Evaluation (CCE)
1. High Conflict Families, movie short – “how parents get it wrong”
2. Developmental Issues
Cultural Competency – exercise
Sun, Feb 15 Morning
Child Custody Evaluation (CCE)
1. Forensic Interviewing/ avoiding bias
2. Multiple data points essential
Court Orders and Rules of Court
Educational Requirements for Evaluators
Family Law 101 – guest speaker, family law attorney
Sun, Feb 15 Afternoon
Psychological Testing
Discussion of Flens & Dzrod
Sat, April 25 Morning
Special topics: student presentations
Domestic violence
Move Away (Burgess; La Musga)
Sexual Abuse
Physical Child Abuse
Drug and Alcohol Abuse
Blended families/stepfamilies
LGBT Families
Special needs children
Sat, April 25 Afternoon
Special topics, cont. with case examples
Discussion of Bancroft & Silverman
Sun, April 26 Morning
Report writing with Evaluation Critique
Discussion of Stahl and recommended readings
Sun, April 26 Afternoon
Treatment Issues
Collaborative Divorce – special guest attorney
The role of Family Court
Therapist to children of divorce (paperwork)
Co-parent counseling
Special Master
Supervised Visitation – role of centers
Kids’ Turn
Cultural competence, incl. alternative families
Parental Alienation Syndrome
Mediation (exercise)